Randallstown High School - Horizon Yearbook (Randallstown, MD)

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Y It's not unusual for boys such as Gil Hatch, aided by Maxine Kupfer, to enroll in Foods I. The class helps Danny Kramer because I do lhe doesl most of the cooking at homef' Students are required to make six garments in clothing. After setting in the sleeves on her shirt, Muriel Locks is ready to complete the finer touches-buttonholes, cuffs and collar. 'in ! Y yr lofi 'Wll1v-W 62!Home economics

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X The Working class here is a wide variety of in- dustrial arts courses offered at Randallstown. They in- clude Wood I and II, Drawing I, II and III, and an Industrial Produc- tion Laboratory I and II. Drawing, known as drafting, is di- vided into three levels. Basic draft- ing and design are taught in the first and second levels and architecture is stressed in the third level, where stu- dents design houses. The skills learned in drawing are necessary for many careers in engi- neering and architecture. Students in Wood I and II learn much more than just sawing and sanding. Instruction in carpentry, tool use and household maintenance is offered to students in both levels. In addition to the instruction, the students create a major project of their design. Among the projects made this year were chess tables, checker boards and mugs. The third course offered, Industri- al Production Laboratory I and II, is taught in a comprehensive shop at- mosphere complete with facilities for working with wood plastic and met- al. By completing projects, students learn to use hand tools and to work with selected materials. All three materials are functional- ly incorporated into student's second semester project. Industrial Production Laboratory I is a prerequisite and preparatory course for Industrial Production Laboratory II, which is designed to utilize these skills Cfrom IPL IJ learned in the beginning course to build and design a mass production project, says instructor Mr. Gschwandtner. Geared toward learning industrial techniques and processes, the course Fw , snr 21. ,VX dxf IPLg Wood L IIQ Drawing L IL III includes production of lamps, note- pads, styrofoam ice chests and beer mugs. Basically, industrial arts courses allow students to acquire skill or pro- fessionalism in vocational areas. Mr. Gschwandtner concludes by summarizing his thoughts about the course: I enjoy seeing students feel good about what they can do. 11 Y 1 K K. , K A ' '- . K, Xt J ... Lia., n As a part of a mass production project, Charles Hirsh creates one section of a lamp in IPL. 4Artist Becky Hanna, who plans to be a com- mercial artist, works on her project while fel- low artist Craig Fasnacht watches with inter- est. Industrial arts!61

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ERPg Independent Living Human Development Clothing I, I-II, Interior Decorating Creative Home Arts I, II Foods I Just rompin' around. On days when the kids come to RHS, two ERP students schedule ac- tivities while the others observe the action. 4A11 Aboard. Like most students enrolled in E.R.P. senior Amy Weiner considers the class an interesting break from academics. l.1i1 1111 a society, where it is not uncommon for two parents to work, ERP provides a necessary nursery service for pre-schoolers. V 0 0 id you know that three-and I I o a y . four-year olds go to Randall- ' stown? Has one of these chil- dren ever accidentally walked into your English class? If your answer to either of these questions is yes, they you already know about the home economics class, education for responsible par- enthood, taught by Rosalie Bulkley. The course was started about five years ago as a pilot program at Loch Raven and Lansdowne Senior High Schools. ERP is now offered at ap- proximately ten high schools in Bal- timore County. ERP is similar to a nursery school program in that it deals with observ- ing children's social behavior, lan- guage development, emotional devel- opment, physical growth and motor skills. Some students plan lessons for the children, including sensory exper- iences, physical activities, and intro- ductions to music, art and science. Others complete outside reading as- signments dealing with several as- pects of child raising. Mrs. Bulkley recruits the three- and four-year olds by sending a flyer to surrounding elementary schools. and by word of mouth from parents who have had children involved in the program before. After conducting an interview with the child and his parents, Mrs. Bulkley schedules the children to come to her class three times a week. ERP students learn about many situations in parenting and working with children. I learned that there's always a troublemaker whom every- one follows, states senior Gina Mac- Donald. They're fthe four-year oldsj all the same - very predictable. They do come up with a lot of sur- prises and cute comments though, she continues. Sherri Legum agrees, They'll cheer you up if you've had a bad day. Sharon Perkal found working with the children to be difficult at times. We had a couple of real tough ones who thought they were big shots. Sharon learned how to discipline these children, though- we worked out compromises. Similarly, Sherri let the children show their emotions freely, but tried to sublimate their negative behavior by diverting them with different activities. Through ERP, Cheri Sugarman has learned to enjoy children and has encountered the different stages of child development. This knowledge will help her in her future career plans, which she hopes will include children. All in all, because of ERP these future parents of America are now more experienced and prepared for parenthood. Home econom1csf63